The international outlook of the British school

2018-10-29 来源: 51due教员组 类别: 更多范文

下面为大家整理一篇优秀的assignment代写范文- The
international outlook of the British school，供大家参考学习，这篇论文讨论了英国学派的国际社会观。英国学派以理性主义为基底，综合了霍布斯主义、格劳秀斯主义和康德主义三种国际关系思想传统，创立了独特的国际社会观。作为一种极具包容性的国际关系理论，它从欧洲的现实中找到了某些实证性事例，主要体现在较好地解答了传统欧洲一体化理论所未能充分解释的两个问题，即欧洲一体化的内部特征及其国际定位问题。

For
a long time, the discourse power of international relations theory has been
dominated and controlled by the international relations circle in the United
States, but this does not mean that other countries have no contribution to the
development of international relations theory. The emergence of the British
school is a good example. Apart from the mainstream theory of international
relations, the British school has won the favor of the theoretical circle of
international relations with its unique charm and value. The British school,
also known as the international school of society, aims to trace the history and
development process of the international community and reveal the nature and
function of the international community.

The
British school's discussion of the international community started from its
ideological origins. According to white, there are three traditions in the
field of international relations theory: realism, rationalism and
revolutionism, which are respectively corresponding to the three thoughts of
Hobbes, grotius and Kant. These three traditions have different interpretations
of the nature of international relations, and the British school is the product
of these three traditional dialogues.

Hobbism
adheres to the concept of conflict in international relations. It believes that
in an anarchic state system, the interests between states are always in
conflict, so the state will do whatever it can to achieve its own purposes. On
the issue of the role of morality and international norms, it holds that
morality and international law are of no importance to national interests. The
kantianism goes to the other extreme, believing that international relations
are in essence the relations between people in a potential human community. In
this community of all mankind, people have common interests and cooperation is
the main theme of international politics. The kantians emphasized international
morality, which encouraged not coexistence and cooperation among states, but
the overthrow of the state system and its replacement by the world society.
Gloxists, on the other hand, lies between the hobbesian tradition and the
Kantian tradition. But when it comes to the substance of international
relations, it diverges from hobbism. In the eyes of the gloxists, international
relations are neither the complete conflicts of interests between countries nor
the pure unity of interests. The most typical international behavior is not the
war between countries, but the economic and social interaction between them. In
this process of communication, countries should be bound by the social rules
and institutions they constitute. The purpose of the rule is not to overthrow
the international system and replace it with the world community, but to let
countries achieve cooperation and coexistence in the international community.

The
British school believes that realism is too pessimistic and revolutionism is
too idealistic, and only rationalism is the most liberal theory of
international relations. On the one hand, it abandons the realistic view that
anarchy inevitably leads to conflict, and on the other hand, it abandons the
overly ideal world social view of revolution. Of rationalism in the English
school, advocate does not mean that the realism and revolutionary socialism
completely rejected, because of realism, rationalism and revolutionary
socialism three traditional relationship is a kind of "coexistence and
complementary", be short of one cannot, must combine three traditional,
make them work together, to form a optimization ideas. Therefore, the British
school put forward three key concepts of international system, international
society and world society to construct the picture of international relations
on the basis of integrating these three theories of international relations,
and took international society as its core idea.

The
international system and the international community are the concepts that
emerged earlier in the British school. According to Boer, "if two or more
countries have enough contacts, and one country can have enough influence on
the decision-making of other countries to facilitate certain behaviors, then
the national system or the international system emerges". "And"
if a group of nations recognizes that they have common interests and values,
and that their relations with each other are governed by a common set of rules,
and that together they construct a common system, then the international
community emerges ". The international community is divided into regional
and global international society, international society at the regional
international society how to transition to a global issue of the international
community, the English school predecessors did not make a clear explanation,
they only from a historical perspective of eurocentrism explain the formation
of the international community is how to, such as white is analyzed from the
perspective of European cultural identity formation of the international
community, the Boolean is in system identification is put forward on the basis
of the theory of the function of the international community to form, they are
unable to answer the expansion of the international community. In this regard,
buzan put forward a theory of "common identity" to analyze the
contemporary global pluralistic international society. He believes that
"" common identity" "is the best reason for the international
system to move towards the international community and the best path for the
regional international community to move towards the global international
community. System of Shared norms, rules, and eventually must develop a common
identity, or produced by common identity, form "weness", between the
members of the international community must have common interests
identification, values, because when the regional international society and
further extend its area to the global expansion, those who attempt to melt the
regional countries despite of the international community may share some of the
regional international society system, but not necessarily with Shared culture,
it encountered more global international society can only be cultural, may not
be a combination of institutional. At this point, the best bond that sustains
the global international community can only be the identity of its members.

On
the relationship between the international community and the international
system, buer believes that the international community takes the international
system as the premise of its own existence, but the international system may
not necessarily take the international community as the foundation of its own
existence. In the international system, countries influence each other's behaviors
through interaction, but it does not necessarily lead to their Shared interests
and values. In addition, compared with the traditional international system of
realism, the international community of rationalism is much more stable.

The
concept of world society came into being relatively late. The focus of the
international community is relations between countries, while the world
community regards individuals, non-governmental organizations and even the
whole human as the focus of global social identity and arrangement. So far, the
British school has no clear consensus on the relationship between the
international community and the world community. While the two appear to be
mutually antagonistic in some ways, such as the international community's insistence
on the assumption of anarchy and the world's emphasis on universal human
interests, buzan argues that, on the whole, they complement each other and are
premised on each other's development. Because without the support of world
social concept and culture, there can be no international development;
Similarly, there can be no world society without the support of the stable
political structure of the international community.

For
a long time, the traditional theory of European integration has focused on the
analysis of countermeasures and the research of experience. They often talk
about how to promote the development of the European integration process from a
certain perspective, thus inevitably with some degree of defects. Federalism,
for example, advocates top-down integration through the establishment of a
federal state in the form of legislation, but it ignores the impact of national
sovereignty on the integration process. New functionalism advocates that all
sovereign states realize integration from bottom to top through technical,
economic and political cooperation on the basis of transferring part of
sovereignty. The problem is that it does not recognise that the transfer of
state sovereignty requires a political consensus, and that the current political
consensus on European integration is far from there. Socialism on the analysis
of the European integration between governments, the member national
governments as the primary actors, in particular, stressed the government's
priorities and intergovernmental negotiations influence on integration process,
but it ignores the supranational and international actors in the policy-making
process, the importance of not fully reflect the system actual role in the
European Union. It can be seen that these theories fail to capture the
operating characteristics of the internal governance system of the eu as a
whole and underestimate the influence of European external environment on its
integration process. The British school's view of international society makes up
for these deficiencies. On the one hand, it grasps the characteristics of the
European integration process with an overall framework; on the other hand, it
interprets the international positioning of such process.

The
British school believes that the European integration process is a dualistic
process in which the European international community and the European world
society exist and work together. Within the European integration process, first
of all, there is a European international society, the eu rules and system of
the international community must be decided by its members, because the
European international society is made up of its specific countries, nation is
the center of the international community, have rights that determine what you
should do what not to do. In the eyes of the British school, although the
international community shapes the state, the state also shapes the
international community. The formation of the international community does not
mean the death of the state, but on the contrary requires the state to play a
central role in the international community. In practice, we can see that every
process of European integration is the result of its member states voluntarily
giving up part of their sovereignty. Taking the decision-making mechanism as an
example, in the integration process, all major issues involving the interests
of eu member states are decided by them collectively, such as the European
Union treaty, the Amsterdam treaty and the nice treaty.

The
British school also believes that there is an eu world society in the process
of European integration. First, the cultural and ideological origin of European
integration has a long history. It is rooted in the fertile soil of European
classical civilization, experienced the baptism of Christian universalism, and
was influenced by the thought of "United States of Europe". Under the
impetus of this culture and thought, European consciousness has been awakened
and grown into a powerful driving force for European integration. Secondly,
with the development of European economic integration, the common values of
Europe have been deeply rooted in people's minds. The public's social,
political and cultural values have been assimilated to different degrees, which
further promoted the development of European identity and promoted it to become
the carrier and important driving force of European integration. Third, the
non-governmental organizations at the eu level are very active, and the
exchanges among people within the eu countries are increasingly frequent. They
are deepening the development of the eu world society. Finally, in the eu
treaty, the establishment of eu citizenship, the further development of
European free market system and the development of eu world society provide an
important institutional guarantee.

Thus
it can be seen that in the eyes of the British school scholars, there exists
both an eu international society and an eu world society in the process of
European integration. The two interact and influence each other, and one cannot
be absent. For its purpose, the practice of European integration is to a large
extent to seek a balance between these two societies, striving to learn from
each other's advantages and disadvantages and promoting its own development.
The British school not only affirms the role of sovereign states in promoting
the integration process, but also does not ignore the influence of
non-sovereign states, thus giving a meaningful explanation to the theory and
practice of European integration.

In
English school point of view, although the country is at the heart of the
European international society, but the eu member states of the international
community and the European Union member states are different, because the
members of the international community is through the identity together, ask
its members to have a common interest between identification, values and common
rules and system, a member of the European Union, however, is not share a
common interest identification and value identification and the system of
common, and therefore the lack of a consistent identity. The difficult start of
the euro, the European constitution in recent years, speaks volumes. The lack
of identity makes the structure of the eu's international community quite
unstable, which will inevitably hinder the integration process.

How
to solve this problem? The British school put forward its own plan, that is, to
put it in the broader international environment and seek identity in a larger
international society, namely, to seek common interest identity, value identity
and common system, so as to promote the development of integration process.
Compared with the European Union, the international community of Europe is much
larger, but its common system is also relatively weak. In addition, there is a
wider global community outside the European international community. The
British school believes that in the process of European integration, the eu
international community can achieve its development only by constantly
absorbing the values of other international communities and constantly learning
from the institutions of non-eu international community. For example, the eu's
common foreign and security policy is the result of drawing on the European
collective security model, which is consistent with European values and plays
an effective institutional role at another level within the European
international community. Also, the European Union will also promote the
development of the European international society further development the international
community and the global society, so that the European values and ideals of the
international community will be an impact on a larger scale, the build system
of economic, diplomatic and security, will also be the European international
society and the whole world profound impact on the international community, so
as to promote the international community's values and ideals in the world and
the further adjustment in the global system.

The
relationship between the eu international community, the European international
community and the global international community is closely linked through
identity. This identification relationship can be seen in the public support of
the foreign policy of the former member states of the eu. The British school
believes that the international community at these three levels interact and
permeate each other, jointly promoting the further development of European
integration.

Despite
the English school to study the European integration as its ultimate goal, but
as a highly inclusive international relations theory, international society is
able to effectively solve the European integration process characteristics of
internal and international positioning problem, this unique interpretation of
European integration made important contribution to the theory and practice.
However, any theory has its advantages and disadvantages, and the British
school's analysis of European integration also has its shortcomings. For
example, the British school believes that identity is the key factor closely
related to the members of the international community. However, the British
school does not give us a clear answer on the standard issue of identity. Since
the standards of identity are not clear, the boundary between the international
community and the world community, and between the international community and
the international system, is also blurred. The truth is that the British
school's potential for European integration is far from being tapped. For
example, if European integration has been trying to strike a balance between
the eu international community and the eu world community, what can be done to
achieve that balance? For example, if we cross the space limit and compare the
international community of the European Union now with the international
community of other regions, what will be the unexpected findings? All these
need further analysis and discussion.

The
study of European integration by the British school is still in its infancy,
but from the above analysis, it has shown great explanatory power and vitality.
As buzan said, combining the British school with the study of European
integration will produce creative results in many aspects. It is reasonable to
believe that the British school itself will be further recognized and developed.